• Journal of Practical Engineering Education
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• v.11 no.2
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• pp.251-258
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• 2019

In order to establish the NIVTPD which is only one qualification training institute for vocational training teachers in Cameroon, the research team taught such as curriculum development methods, course materials development, and lecturing methodology for master teachers of NIVTPD. Also we prepared actual operation of NIVTPD by conducting actual lecture through Pilot training. This paper also includes two different surveys (Base-line and End-line surveys) results and two different tests (pre and post-test) results to assess the impact of training gained in NIVTPD on classroom performance. The results of the survey will be used for the improvement of NIVTPD's educational program through identifying the current state of the vocational training interface and integration, modification and improvement of the curriculum. Examination results can also be used as indicators for vocational training teachers' pedagogical knowledge and for future certification.

• Journal of the Korea Academia-Industrial cooperation Society
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• v.16 no.8
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• pp.5240-5249
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• 2015

This study aimed to explore the supervisors' qualification and roles and to analyze the possible policy directions related to supervision for the efficient educational practice aid. 6 field teachers who experienced educational practice aid, participated in the in-depth interviews from April to May 2015. The participants reported that 5 field career and PhD qualification were needed for supervisors. Also, supervisors were expected to be 'relationship-oriented counselors' who were comfortable and tried to keep secrets. The participants felt the needs for a policy of educational practice aid, supervising and for this, financial matter and clear role description should be solved out.

• Korean Journal of Comparative Education
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• v.24 no.3
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• pp.157-177
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• 2014

The importance of selection methods of secondary school teachers have gathered attention due to their enormous influence on the pre-service education programs. However, scholars and practitioners are skeptical about the effectiveness of the measures, especially under the condition of teacher oversupply found in South Korea and China. Based on this problem statement, this study seeks to compare the secondary teacher employment methods of the two countries to better understand the situations as well as to draw implications for improvement. We reach the following conclusions through comparative analyses. First, the reforms of the teacher employment system in both countries have been triggered by the quantitative supply concerns not by the qualitative concerns. Second, both countries require teaching license as a precondition of employment, while their quality assurance measures for the license reveal critical limitations. Third, both countries have attempted to improve selection methods; nevertheless, oversupply of prospective teachers makes objectivity and fairness more important than the appropriateness. Based on the conclusions, policy implications focusing on the quality-oriented approach are suggested in order to employ effective secondary teachers who can contribute to the quality improvement of school education.

• School Mathematics
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• v.5 no.3
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• pp.315-342
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• 2003

The goals of this study are basically to analyze the lectures related to mathematics education in national universities of education and in education training institutes, and ultimately to suggest the collaboration in the lectures related to mathematics education in national universities of education and education training institutes. In order to achieve the above goals, five universities were selected. Summing up these results, we suggest several ways to collaborate the mathematics education lectures in national universities of education and education training institutes. First, the training education in the national university of education has to offer more lectures which deal with the theory related with mathematical education and the fundamental area of mathematics. In addition to this, teaching in contents in terms of the area has to focus on the background knowledge related to the teaching contents. Second, based on the training education, the assigned education training institute has to reflect the periodical and social condition. In addition to this, it has to reflect the real condition around the school environment. With those efforts it has to make new kinds of lectures which concentrate on the recent trend or the understanding of the theory related with mathematical education. In this case, both obligatory and elective courses have to be offered. Third, the education training institute responsible for the staff development program has to open lectures with the contexts of real time teaching activities based on the experiences of the teachers. In this case, one or two particular subjects have to be dealt with in depth and lecturers have to be selected who are suitable for the lectures.

• Journal of Educational Research in Mathematics
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• v.24 no.4
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• pp.537-554
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• 2014

In this study, we investigated a good way for teacher professional development. Based on this way, we designed teacher training program. We carried out teacher training program for 50 secondary school mathematics teachers in July 2014. In this teacher training courses, teachers conducted recording mathematics teaching-learning processes by dialogue between teacher and student according to Socratic method. We also shared the practices of teacher educators, teachers and colleagues. In this teacher training, we tried to cultivate teachers' abilities needed to a good mathematics instruction. And we aimed to equip the attitude that guided reflection on their mathematics class. Through the teacher training, teachers recognized the need to study on the thinking of students and take into account students' expected reaction on the part of learners. Also they developed an attitude as reflective practitioners and recognized the need of teacher learning communities for their professional development.

• Korean Journal of Comparative Education
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• v.27 no.1
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• pp.123-144
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• 2017

The purpose of the study was to analyze American teacher quality management system and provide it's implications. For this, the study analyzed the main traits of American teacher policy, Pennsylvania State University's teacher cultivation system, Pennsylvania State's teacher certification, selection, and recruit system, the master teacher system of New Jersey and New York State. The main results are as the followings. First, American teacher policy is variously operated by state government and school district based on variety and autonomy. Second, for teacher cultivation in American teacher policy, the evaluation on the teacher cultivation program of teacher cultivation institute(mainly university) is strictly administrated. Third, for teacher certification, various tests for gaining teacher certificate are administered and standardized tests are used for the tests. Fourth, for teacher selection and recruit, there is no special test for selection and teacher recruit is done by contract. Fifth, for quality management using excellent teacher, America is administering master teacher that is similar with master teacher system in Korea. Finally, the innovation of teacher cultivation institute by introducing Every Student Succeeds Act(ESSA) is anticipated. Based on these results, the implications for Korean teacher policy were provided.

• Journal of Korean Library and Information Science Society
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• v.41 no.2
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• pp.317-337
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• 2010

Teachers, parents and students have regarded teacher librarians as a book keeper who doesn't participate in teaching. Consequently teacher librarianship has not satisfied occupational function and qualities of professional workers and teacher librarians' vocational presence appears to be very frail because of school library policies ignoring teacher librarians appointment, the law and system identifing librarinship with teacher librarianship. But its ultimate cause is Library and Information Science Community's attitude of sideliners that doesn't holding teacher librarians oriented preparation programs for their instructional qualification. Thus it is essential for the members of academic communities to recognize teacher librarians as an educational media specialist and develop various curricula in order to strengthen the occupational status of teacher librarians. Also it requires that teacher librarians improve his/her individual ability with self evaluation and increase activities of their professional institutions.

• Journal of the Korea Convergence Society
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• v.10 no.3
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• pp.115-125
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• 2019

This study aims to find ways to qualify lifelong education professionals for the disabled based on the convergence curriculum between the "department of vocational special education in university-educated graduate school" and "major department". The research method was composed of a combination of literature analysis and expert meetings. The research contents include the qualifications for the training course for the lifelong education professionals for the disabilities established in the convergence curriculum after accumulating the teaching experience in the majors that can be restructured as lifelong education institutions for the disabled. In addition, the focus of the curriculum of the "department of vocational special education in university-educated graduate school" should be improved in order to foster and integrate lifelong education professionals for the disabled. The results of the study concluded that the functional relationship between vocational special education and lifelong education for the disabled was established.

• KLA journal
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• v.53 no.3
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• pp.24-27
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• 2012

채 10년도 안되는 기간동안 학교도서관은 천국과 지옥을 오가고 있다. 2002년부터 교육인적자원부(현 교육과학기술부) 주도로 시작된 '학교도서관활성화사업'을 통해 낡은 학교도서관 시설은 현대식으로 바뀌었으며, 교원으로서 사서교사는 1998년부터 지속적으로 현장에 배치되었고, 2007년 "학교도서관진흥법"이 제정되면서 나름 학교도서관에 대한 구체적인 법적 관심을 받았다. 먼지 쌓이는 교실 한 칸도 되지 않던 창고같던 학교도서관은 늘어난 장서와 PC를 포함한 다양한 IT 기기, 편안하게 책을 읽을 수 있는 교구 등을 갖추면서 나름 도서관답게 바뀌기 시작했던 시기이다. 학교도서관 운영의 주체성과 자율성을 가질 수 있는, 많지는 않더라도 교사라는 지위로 사서교사가 전국의 초 중등학교에 지속적으로 배치되던 시기이기도 하다. 도서관 관련 법에서 늘 구석에 있던 학교도서관은 "학교도서관진흥법" 및 시행령이라는 단독법안으로 제정되어 법리 상 관심을 받던 시기였다. 여기에 더해 책 읽기에 대한 관심이 커지면서 학교도서관을 중심으로 다양한 책읽기 프로그램 등이 운영되고 나름 학교도서관이 활성화되는 것 같았다. 하지만 화려하게 바뀐 학교도서관은 자격이 있는 인적자원 배치와 지속적인 장서의 공급 등을 통해 유지되기보다는 운영시간 연장 등 시설 자체의 운영에 초점이 맞춰지는 시기로 바뀌었다. 98.6%에 이르는 학교도서관 설치 대비 46% 밖에 되지 않는 인적자원의 배치 현황, 그나마 학교도서관에 배치된 인적자원의 14.7%만이 정규직 사서교사, 사서(직원)이라는 현실은 안정적이고 지속적인 인적자원 배치에 대한 기대를 더 이상 할 수 없는 어려운 시기로 바뀌었음을 보여준다. 단독법안으로 학교도서관의 진흥과 활성화에 기여할 것으로 기대했던 "학교도서관진흥법"은 학교도서관 관련 시설, 인적자원, 운영에 대한 분명하고 명확하지 않은 법조항 때문에 관점에 따라 다양한 해석을 할 수 있어 오히려 학교도서관의 발전을 저해한다는 일부의 비판도 받았다.

• Journal of The Korean Association For Science Education
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• v.20 no.2
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• pp.244-249
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• 2000

Using a sample of 83 secondary school science teachers, this study investigated the views on science and learning which they have. Questionnaires used in this study were the same that Kwon & Pak(1995) administered. Both 'Questionnaire for Perception of Nature of Science' and 'Questionnaire for Constructivistic Views of Learning' were 11-point scales. Data analyses were done by using t-test and ANOVA. The secondary science teachers showed a relativistic, deductivistic, instrumental, and process-oriented views on science. The younger age of the teachers, the more emphasis on process rather than content. Female teachers had more relativistic, instrumental, and process-oriented views than male teachers had. The teachers sampled in this study showed a constructivistic view on learning. Finally, the teachers' views of science and learning were closely related each other.